Art and Design Subject Leader: Mrs S Henriksen
Art, craft and design embody some of the highest forms of human creativity.
Intent
At Rosherville, our Art curriculum inspires creativity, imagination and self-expression whilst developing pupils’ understanding of artistic influences on the world around them. Rooted in our Christian vision, “The smallest seed can grow into the largest tree,” we believe that every child is an artist with the potential to flourish through creativity, curiosity and reflection.
Through our values of wisdom, compassion and courage, pupils learn to appreciate a wide range of artistic traditions, techniques and cultures. They develop wisdom by studying significant artists and understanding the purpose of art across different times and places; compassion by exploring diverse perspectives and cultural influences; and courage by experimenting, taking creative risks and expressing their own ideas.
Our curriculum has been carefully designed to ensure that both the local area of Gravesend and the heritage countries represented within our school community are embedded throughout pupils’ artistic experiences. From studying Turner’s landscapes of the River Thames to exploring Egyptian art, Benin Bronzes, rainforest-inspired artwork and Maya symbolism, pupils see themselves, their communities and the wider world reflected in their learning. Art helps pupils understand that creativity exists in every culture and that artistic expression is a powerful way of communicating ideas, beliefs and identity.
Implementation
Art is taught through a carefully sequenced curriculum that develops both artistic knowledge and practical skills from EYFS to Year 6. Pupils progressively build confidence in drawing, painting, printing, sculpture, textiles, mixed media and design whilst learning about a diverse range of artists, cultures and artistic movements.
Each unit is deliberately aligned to wider curriculum themes so that pupils make meaningful connections between art, history and geography. Children begin by exploring local artists, landscapes and communities before broadening their understanding through the study of significant artistic traditions from Britain and across the world. The curriculum includes artists and art forms linked to the heritage of our school community, ensuring pupils encounter a rich range of cultural perspectives.
Sketchbooks are used throughout the school to develop observation, experimentation, reflection and evaluation. Pupils learn to analyse artwork, develop technical proficiency, generate creative ideas and produce increasingly ambitious final outcomes. Opportunities to discuss, compare and interpret artwork encourage children to think critically about how art can communicate meaning, tell stories and respond to social, historical and environmental issues.
Impact
By the time pupils leave Rosherville, they have developed a secure understanding of artistic techniques, processes and vocabulary, alongside an appreciation of the role art plays within different cultures and societies. They can confidently explore, create, evaluate and refine their work whilst drawing inspiration from a wide range of artists and traditions.
Pupils leave with a strong sense of identity, an appreciation of diversity and an understanding that art is both a personal and shared human experience. They recognise the contribution that local artists, global artists and different cultural traditions have made to the world around them. Through creativity, resilience and reflection, pupils develop the confidence to express themselves and contribute positively to their communities and beyond.
Like the mustard seed that grows into a strong, flourishing tree, their artistic journey begins with simple marks and ideas but grows into creativity, confidence and a rich understanding of themselves and the world around them.
Art and Design Progression
We develop our pupil’s Art & Design understanding through essential skills; growing their depth of knowledge year after year. Through the use of ‘end of year expectations’, we are able to monitor their progress and allocate extra support and adaptations to the curriculum for pupils to maintain a strong Art & Design education.
Art and Design in Each Stage
In EYFS, pupils will start to produce different patterns and textures from observations. Using a variety of materials and tools, pupils will be able to explore colours, collect natural materials, look at artists and play with playdough to manipulate objects.
At Rosherville, Key Stage 1 pupils will be taught:
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
At Key Stage 2 pupils will further develop their techniques, including their control and their use of materials, with creativity, experimentation and increasing awareness of different kinds of art, craft and design. Pupils will be given opportunities to:
- create sketch books to record their observations and use them to review and revisit ideas
- improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- learn about great artists, architects and designers in history
Art and Design Curriculum Documents
SEND Information
Our SEND and disadvantaged pupils are given the necessary support in class to fully access the supported Art & Design curriculum. Learning is adapted where necessary to support SEND/EAL pupils to give equal opportunities for all to be confident in approaching any problems faced. Interventions, support and challenges are constantly revised and adapted to ensure all children are supported in achieving learning. The above areas are robustly and continuously monitored to ensure any gaps in learning are addressed.